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Collaboration via Smartphone Video story board (preliminary construction)

Cecil Mittoo Model - 3 Blog Sections 2

Assessing Collaborative Learning    

Collaborative learning is the fundamental structure of online learning community. This asynchronous learning method brings together learners from diverse global community to share their knowledge and experiences. Tran et al. (2007) and Hawkrigg (2007) according to Moisey et al. in Anderson (2010) sees wide spread team building and online projects because of “Virtual teaming with members dispersed over geography, time zone, and functional roles has become common place as result of proliferating communication technology” ( p.441). The wide spread use of communication technology via public use of the internet has been around for more than twenty years. This is a lengthy period for the public to test and try various kinds of technology which today have established a comfort zone. Dr. George Siemens [video presentation 2008a] believes that this acquired comfort of the use of communication technology is now a positive impact on online learning. Collaborative interaction among the digital community has transformed the quality of learning that can be achieved.

  Moisey et al., in Anderson (2010) sees people gravitation towards collaborative learning but also believes the distance education institution must provide support for prospective students. This is important as online learning main “promotion” was study conveniences of anytime and anyplace and to some extent affordability. But this is a “myth,” my experience has taught me as an online student that study time has to be planned, both mentally and physically with timing that is not convenience but a demand. One has to be in proper intellectual frame of mind and energized for effective collaborative learning to take place, whether it be in the chat room or responses to blogs, wikis or other digital communication online.  Moisey et al., suggests for prospective students “Making an informed decision to pursue online learning is the first step to successful educational experience” (p.421).

 Collaborative learning for online learners requires a new set of social skills. This is a forum where for the most part ones reading ability, comprehension and reasoning skills are required to be “geared” for a rugged intellectual driving mode for co-knowledge construct and building. There is no gesture, emotions, facial expression to see and one has to be careful that chosen vocabulary and language semantics is not brought into play, and brings the learning topic out of context. While collaborative learning is not strictly to take an agreeable position one has to be careful about how he or she states disagreement. And, therefore each community member must follow the guide lines set forth by the distance learning institution (if this was given) to stay on track to avoid conflicts and demise of the quality for collaborative learning to maintain construct and meaning.  Palloff et al. (2007) thinks “One of the concerns about conflict online is that with the absence of face to face contact and cues, many people feels less socially constrained. In a face to face situation, people tend to choose a number of options for dealing with conflict. I believe community members should use credible researched arguments to make a point but not to get personal in defense or support.

 I find that the learning theory that allows for strong co-construct of knowledge resonates with constructivism learning.  My belief is that cognitive development accelerates when there is clearly defined problems and solution path resonating with constructivist views. And, this co-construct of knowledge development is acted upon by cognitive refinement for accuracy and application to a particular situation, and then brought back to the “constructivist table” for redefining within the context of dynamic changes of society.  Again “lonely boy” takes up the clarity and pursue cognitive development. And the learning cycle of knowledge and co-construct of knowledge continues with a spiral which engulfs evolutionary changes in society.  Collaborative learning is a vital link in that learning cycle and spiral. This acceleration and momentum to exponential goggle values is possible with communication technology, learning theories and learning technology. This collaborative learning experience of distance education compliments face to face learning. Palloff et al. (2005) tells us “Collaboration has often been defined as the ‘heart and soul’ of an online course or, for that matter, any course that basses its theoretical foundation in constructivism” (p.6).  With the onset of digital learning and the proliferating of the constructivist learning style; collaborative linking has fond its proxy with the connectivists learning theory. Mohamed Ally in Anderson (2010) says “According to Siemens (2004), connectivist theory is for the digital age, where individuals learn and work in a network environment” (p.34). For people from the “old school” like me, it must be an overwhelming ecstasy to see how predominant learning theories that have built face to face learning are drafted into digital learning with 21st century learning theory; that is holding its place with communication technology.  I understand the evolution of technology which introduces distance learning as a viable option for learners, but the rapid construct of learning theories to blend with the reality of digital learning, surely the field of learning is dynamic in all aspects.

 References:

 Laureate Education, Inc. (Producer). (2008a). Future of Distance Education. [Dr. George Siemens’ Video Presentation]. Available from: http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5260641&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1.

 Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco: Jossey-Bass.

 Palloff, R. M., & Pratt, K. (2005). Collaborating Online: Learning Together in Community. San Francisco: Jossey-Bass.

 Anderson, T. (Ed.). (2008). The Theory and Practice of Online learning. (2nd ed.). Edmonton, AB: Athabasca University Press. Chapter 17, “Supporting the Online Learner.” Susan D. Moisey & Judith A. Hughes.

 Anderson, T. (Ed.). (2008). The Theory and Practice of Online learning. (2nd ed.). Edmonton, AB: Athabasca University Press. Chapter 18, “Developing team skills and Accomplishing Team Projects Online.” Susan D. Moisey & Judith A. Hughes

 Anderson, T. (Ed.). (2008). The Theory and Practice of Online learning. (2nd ed.). Edmonton, AB: Athabasca University Press. Chapter 1, “Foundations of Educational Theory for Online Learning Developing.”  Mohamed Ally.

Model 3 Blog - Section1: Assessing Collaborative Efforts By: Cecil Mittoo

Collaborative learning communities are associated with distant education. Collaborative learning suggests interaction among a learning group to include the instructor. Dr. George Siemens [video presentation 2008b] sees the process of teaching, learning and assessment to be under the same umbrella.  Participation of learners in the learning community ensures wider knowledge building from defining problems to finding solutions.  The learning community is an important component of distance education.  Participation of the learner is therefore a requirement.  Since the learning process is enriched by participation of members, then assessment will take into account the group’s performance with contribution from all its members. Education for the most part falls within the social context.  Solution to problems requires a collaborative effort. This is because problems have taken on a diverse nature from a global perspective where the individual thinking alone does not ensure clear definition and solution that serves to benefit all. According to Dr. Chris Dede [video presentation 2008a] “People come together with different views to co-construct issues in order to understand each other’s perspective well enough to accomplish something together.” The knowledge that we create in a learning community is created on a collective bases therefore assessment should be done on a collective basis.

Palloff et al. (2005) notes “Evaluation of students in an online course can be challenging” (p.41).  Angelo and cross (1993) in Palloff et al. (2005) identify  face to face assessments as being very effective for traditional education and see parallel evaluation methods to be effective for online courses (p.41). Assessment for online learners is thought to be more reliable when done by class members. This takes the blunt of the responsibility from the instructor (p.44). Dr. George Siemens (video presentation 2008b) notes that Students doing online courses comes with varying experiences and knowledge and there are those who will participate and improve immensely than others. Better performing students are worth recognizing for the level of their achievement; however there need to be a method of recognition. On the other hand peer to peer evaluation can be a critical issue and Dr. George Siemens (2008b) thinks that such evaluation should not be awarded by grades but in a qualitative form.  When students in a group performs at a higher level than others the question of “fair and equitable assessment” arises, Dr. George Siemens (video presentation 2008b) believes there should be a way for acknowledges better achievers.

If a student does not want to network or collaborate in a learning community for an online course this creates a challenge for the other group members. This defeats the principle on which the online course is constructed.  Essentially, the question may be asked if this is good or bad.  It could be both. One bad is if the student in question mislead the group with inaccurate information in a purposeful way, then time can be “wasted” verifying information from credible sources. On the other hand that student could have great experiences and knowledge that would be value added in collaborative interaction and co- knowledge construct.

But the real concern is; what should the other members of the learning community do?  This is a difficult task, and what the other members do can either “make or break the situation.”  I believe that from the onset of any online course members of a learning community must seek to build a “social trust.” This might entail many non-academic parameters that establish a comfort zone.  In a parallel situation of building a comfort zone via technology for communicating, Dr. George Siemens [video presentation 2008a] believes that people are becoming more appreciative of online communication via technology. If this comfort is already established then the face to face interaction is not an issue for community members to “dive” into social networking and interacting to share their personal challenges, strengths, preferences and “baggage” that they will take to the online course. And, there will be members that gravitate to each other with higher levels of trust and comfort. Shaffer et al. (1993) in Palloff et al. (2007) believes that there is “our human yearning for a sense of belonging, kinship and connection to a greater purpose”(p.27). The group should know these relationships and let the “best people” seek out the non- participating member and gradually have the group to show concern and bring back that member to the fold. The group should refrain selfish thoughts and personal biases. It is better not to succeed than to create mistrust, anarchy and cause the permanent loss of a group member.

There is a human side to learning that needs to blend in with the technology and collaborating. Palloff et al. (2007) espouses “When we discuss community building online we are normally concerned with humanizing a ‘non-human,’ technological environment and creating a learning community in the process” (p.45).  The issues of members bridging the gap of alienation and feeling accepted is practical than philosophical.

One can never be certain of what the issues are that prevents participation of a group assigned member.  Palloff et al. (2005) sees problems ranging from personal, beliefs, and experiences. There is professional help for the instructors’ and team perspective. And, if the group sense difficulty, then let the situation be dealt with from a professional perspective. Anderson (2010) identifies “Well prepared resources can be provided online” (p.430). The instructor should make use of these resources. Anderson (2010) speaks of three assistance that should be in place from the institution perspective, “The institution should provide this resource and all institutional staff should be trained to identify when a learner might benefit from a session with a counselor” (p.430).

The impact that a non-participating group member would have on the instructor’s assessment plan can lead to credit being offered to members who are non-deserving, or weight heavily in causing the entire group to be seen as low performers.  Knowing the possibilities, the instructor along with the class group should be able to identify issues and problems from an early stage so that proper assessment strategies can be put in place. The instructor must take this initiative to have a backup plan that will reflect the true performance of other group members.  I believe the built in assessment strategies in collaborative interaction on an ongoing basis will be a good starting point.   

References:

Laureate Education, Inc. (Executive Producer). (2008a). Educational technology: The Importance of Collaboration [Dr. Chris DedeVideo program]. Available fromhttp://laureate.ecollege.com/ec/crs/default.learn?CourseID=5260641&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2008a). The Future of Distant Education [Dr. George Siemens’ Video Presentation]. Available from: http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5260641&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1.

Laureate Education, Inc. (Producer). (2008b). Learning Communities. [Dr. George Siemens’ Video Presentation]. Available from: http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5260641&CPURL=laureate.ecollege.com&Survey=1&47=4769372&ClientNodeID=984645&coursenav=0&bhcp=1.

Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2005). Collaborating Online: Learning Together in Community. San Francisco: Jossey-Bass.

Anderson, T. (Ed.). (2008). The Theory and Practice of Online learning. (2nd ed.). Edmonton, AB: Athabasca University Press. Chapter 17, “Supporting the Online Learner.” Susan D. Moisey & Judith A. Hughes.